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Teaching speaking in English as a Foreign Language (EFL) classes at Indonesian vocational high schools has not been extensively studied from teachers' perspectives. This paper reports on findings from interview data from four EFL teachers in an Indonesian vocational high school regarding the challenges they encounter on teaching EFL speaking and how they deal with these in the classroom. A case study design which enables researchers to explore a particular issue within a specific context deeply was used. The participating teachers in this study were voluntarily recruited for in-depth interviews. The data were analyzed with thematic analysis to capture emerging themes from the participants' own words. The results of this study suggested that the participants experienced a number of challenging issues in teaching speaking to their students. They perceived that students' lack of vocabulary and poor pronunciation were the major problems they encountered while teaching speaking in class. Furthermore, psychological factors such as a lack of confidence and low motivation were also factors hindering communicative speaking activities during class. Based on the findings, policymakers should reframe the current curriculum for speaking classes in the Indonesian vocational high schools.

A prescribed English language textbook often directs classroom teaching practices in secondary school classes in EFL contexts, such as in South Korea. The textbook is often accompanied by multimedia resources which are delivered to students as input at a regulated pace with limited opportunities for communicative interaction or spoken output. Such opportunities are further limited in the community outside of the English classroom. Immersive virtual reality (i-VR) has the potential to situate learners in a real-world context for authentic application of textbook language learning. English teachers in the formal classroom focus on linguistic competence development within time constraints by teaching new vocabulary and grammatical items in decontextualised forms. By comparison, i-VR environments focus on learning to construct meaning in communicative events in contextualised, real-world settings based on students' existing linguistic knowledge and ability. In a small-scale pilot study, two teachers of Year 10 English classes in Seoul implemented four i-VR language learning modules in their classes: one as a self-directed learning experience that extended beyond formal classroom learning, and the other as a teacher-facilitated learning experience within the formal classroom. On completion of the four modules over a two-week period, the participating students completed an online questionnaire and a voice recording of a spoken task. In addition, both teachers were interviewed after the two-week implementation to seek their views on their perceptions of the value of such i-VR learning for their students. Overall, students reported a positive correlation between their enjoyment of the experience and their perceived competence and confidence improvement. Beyond the motivational and entertainment value, the teachers viewed the i-VR experience as capable of incorporating pedagogical structures using the embedded multimodal resources that is less possible in other immersive forms of language learning. Moreover, the teachers believed that incorporation of authentic conversations and interactional opportunities could further enhance the learning potential.

China's National English Curriculum Standard, launched in 2001, clearly reflects a philosophy and characteristics of learner-centeredness. However, limited evidence is available as to how far the learner-centred philosophy has, through interacting with the local contexts, influenced teachers' beliefs, which will translate into a core philosophy and culture affecting teacher behaviours and practices at the school and classroom levels. Drawing on semi-structured interview data of a larger project, this study reports on three secondary school teachers' overall educational beliefs regarding English teaching, the alignment of their beliefs with learner-centredness and factors influencing their beliefs. The analysis uncovers a wide range of English-teaching related beliefs that positions the three teachers variously on a learner-centred continuum. It also unveils the possible factors that influence teacher beliefs and mediate teachers' application of beliefs. Factors influencing teachers' beliefs range from schooling to significant others. Teachers' reflectiveness is identified as an important influence of teachers' beliefs and uptake of the curriculum reform. Teachers' perceptions and responses to a range of contextual factors mediate the application of their beliefs. This study sheds light on the current status of curriculum reform and the uptake of the learner-centred philosophy by teachers.

This chapter presents team-based learning (TBL) as a teaching strategy to support self-regulated learning in a community of inquiry. It argues for the inclusion of self-regulated learning as an essential component of Garrison's community of inquiry model, and illustrates how TBL supports and improves the delivery of this online model.

We present a new frame semantics for positive relevant and substructural propositional logics. This frame semantics is both a generalisation of Routley–Meyer ternary frames and a simplification of them. The key innovation of this semantics is the use of a single accessibility relation to relate collections of points to points. Different logics are modeled by varying the kinds of collections used: they can be sets, multisets, lists or trees. We show that collection frames on trees are sound and complete for the basic positive distributive substructural logic $\mathsf {B}^+$ , that collection frames on multisets are sound and complete for $\mathsf {RW}^+$ (the relevant logic $\mathsf {R}^+$ , without contraction, or equivalently, positive multiplicative and additive linear logic with distribution for the additive connectives), and that collection frames on sets are sound for the positive relevant logic $\mathsf {R}^+$. The completeness of set frames for $\mathsf {R}^+$ is, currently, an open question. [ABSTRACT FROM AUTHOR]

It is an open question whether "inconsistent theology" can avoid recapitulating another attempt to articulate a consistent theology of the incarnation in its account of compatibility and exclusion between predicates. For Beall, I theological i possibility is central (we are doing theology, after all) and for a logical possibility to count as I theological i the further constraints to be satisfied are those appropriate to properly theological vocabulary. Such an interplay between contemporary technical work in logic and considerations in theology is rare, but Beall is not without precedent. [Extracted from the article]